Adopting Instructional Technology In this final chapter, putting it all together is the focus. We will help you understand how the technology and the training combine to make a more efficient workplace with competent, and confident, workers. Discover how to use your newfound knowledge and tools for maximum benefit. Once you have undergone the training and, perhaps, a transformation, you will want to know how to proceed so you can end up where you want to. What are you going to do with this knowledge and this help? You will gain an efficient workplace with competent workers can only mean a better bottom line—who doesn’t want that? To find out how to get there, read on! Understanding Technology-Based Learning Technology and learning using technology has been the focus of this book. The U.S. Department of Labor Employment and Training Administration (DOLETA) specifically names and defines “technology-based learning”, or TBL, as the learning of content via all electronic technology, including the Internet, intranets, satellite broadcasts, audio and video tape, video and audio conferencing, Internet conferencing, chat rooms, e-bulletin boards, webcasts, computer-based instruction, and CD-ROM” (Koller, Harvey, & Magnotta, 2005). Online learning, web-based learning, and computer-based learning, and any other type of e-learning are also included under the umbrella of TBL.
One of the keys to successfully implementing TBL is an understanding from the point of view of both the learner, and the presenter. The presenter must understand every aspect of the technology and be prepared for all questions and concerns. In addition, the presenter must understand the point of view of the learner. You must know what motivates your learners to learn, and you must know their level of experience in order to communicate and connect with them (Johnson, 2006). Each learner is different and you must be prepared to meet their expectations in order to reach your goals.
Using What You Have Learned After understanding comes implementation. Creating an atmosphere free of intimidation and allowing your employees to be a part of the learning process, to take control and responsibility for their learning will make this process much smoother. Keep in mind that continuing education needs to be not only available, but encouraged, to allow for a deeper and more thorough understanding of the training materials and program. Studies have shown that employees who feel the learning is not only important, but relevant, to their position take responsibility and ownership in using what they have learned. This comes back to the human element—recognizing those human qualities and addressing them effectively to enhance the learning process—and putting it to work for you.
Evaluating Implementation What are the criteria for evaluation? Only you can answer that question, but it is the yardstick by which you measure the success, failure, or something in between, of an operation. There are several models to choose from including: Kilpatrick, Phillip’s Return on Investment Model, Holton Human Resource Development Evaluation and Research Model, and Kraiger’s Decision Based Evaluation (Manrique-Hyland, 2012). Kirkpatrick’s model adheres to the following guidelines of measurement at four levels:
Reaction – measures how the learner reacts immediately following the training. Gauges perceptions regarding the quality of the training.
Learning – measures what the learner really learned during the training.
Behavior – measures how well the trainee applies the learning and any changes once applying the knowledge.
Results – how did the training affect the business operations?
Phillips Return on Investment Model simply adds a fifth element to Kirkpatrick’s Model, the element of financial impact. Has the business benefitted financially, or not, since the training (Manrique-Hyland, 2012)?
The third model, Holton’s Human Resource Development Evaluation and Research Model seeks to evaluate the learning, transfer, and results. Holton espouses “an integration of effectiveness and evaluation, determining that certain effectiveness criteria be included in evaluation” (Manrique-Hyland, 2012).
Finally, the fourth of the most popular models, Kraiger’s Decision Based Evaluation, offers evaluation based on several component’s as follows:
“Training Content and Design: design, deliver, validate your training courses using expert judgment and advisory panels; establish a methodology.
Changes in Learners: measure cognitive, behavioral, and affective outcomes with written tests, interviews, surveys and work samples.
Organizational Payoffs: these should include results, performance and training transfer. Evaluate these with cost-benefit analyses, surveys and ratings.(Manrique-Hyland, 2012)”
Kraiger believes this model is more accurate because it relies on empirical evidence rather than learner opinions(Manrique-Hyland, 2012). No matter which method of evaluation you choose it is important to determine your goals and ideals at the outset. Only then can you determine the true measure of your program. Terms
Evaluation criteria - A benchmark, standard, or yardstick against which accomplishment, conformance, performance, and suitability of an individual, alternative, activity, product, or plan, as well as of risk-reward ratio is measured (BusinessDictionary.com, 2012). Technology-based learning - the learning of content via all electronic technology, including the Internet, intranets, satellite broadcasts, audio and video tape, video and audio conferencing, Internet conferencing, chat rooms, e-bulletin boards, webcasts, computer-based instruction, and CD-ROM.
References BusinessDictionary.com. (2012, October 12). Retrieved from BusinessDictionary.com: http://www.businessdictionary.com/definition/evaluation-criteria.html
Johnson, M. (2006). Adult Learners and Technology: How to Deliver Effective Instruction and Overcome Barriers to Learning. San Jose: San Jose State University.
Koller, V., Harvey, S., & Magnotta, M. (2005). Technology Based Learning Strategies. Oakland: Social Policy Research Associates.
Manrique-Hyland, L. (2012, Ocotber 12). Training and Professional Development. Retrieved from Suite 101: http://suite101.com/article/training-evaluation-models-a364351
In this final chapter, putting it all together is the focus. We will help you understand how the technology and the training combine to make a more efficient workplace with competent, and confident, workers. Discover how to use your newfound knowledge and tools for maximum benefit. Once you have undergone the training and, perhaps, a transformation, you will want to know how to proceed so you can end up where you want to. What are you going to do with this knowledge and this help? You will gain an efficient workplace with competent workers can only mean a better bottom line—who doesn’t want that? To find out how to get there, read on!
Understanding Technology-Based Learning
Technology and learning using techn
One of the keys to successfully implementing TBL is an understanding from the point of view of both the learner, and the presenter. The presenter must understand every aspect of the technology and be prepared for all questions and concerns. In addition, the presenter must understand the point of view of the learner. You must know what motivates your learners to learn, and you must know their level of experience in order to communicate and connect with them (Johnson, 2006). Each learner is different and you must be prepared to meet their expectations in order to reach your goals.
Using What You Have Learned
After understanding comes implementation. Creating an atmosphere free of intimidation and allowing your employees to be a part of the learning process, to take control and responsibility for their learning will make this process much smoother. Keep in mind that continuing education needs to be not only available, but encouraged, to allow for a deeper and more thorough understanding of the training materials and program.
Studies have shown that employees who feel the learning is not only important, but relevant, to their position take responsibility and ownership in using what they have learned. This comes back to the human element—recognizing those human qualities and addressing them effectively to enhance the learning process—and putting it to work for you.
Evaluating Implementation
What are the criteria for evaluation? Only you can answer that question, but it is the yardstick by which you measure the success, failure, or something in between, of an operation. There are several models to choose from including: Kilpatrick, Phillip’s Return on Investment Model, Holton Human Resource Development Evaluation and Research Model, and Kraiger’s Decision Based Evaluation (Manrique-Hyland, 2012).
Kirkpatrick’s model adheres to the following guidelines of measurement at four levels:
Phillips Return on Investment Model simply adds a fifth element to Kirkpatrick’s Model, the element of financial impact. Has the business benefitted financially, or not, since the training (Manrique-Hyland, 2012)?
The third model, Holton’s Human Resource Development Evaluation and Research Model seeks to evaluate the learning, transfer, and results. Holton espouses “an integration of effectiveness and evaluation, determining that certain effectiveness criteria be included in evaluation” (Manrique-Hyland, 2012).
Finally, the fourth of the most popular models, Kraiger’s Decision Based Evaluation, offers evaluation based on several component’s as follows:
Kraiger believes this model is more accurate because it relies on empirical evidence rather than learner opinions(Manrique-Hyland, 2012).
No matter which method of evaluation you choose it is important to determine your goals and ideals at the outset. Only then can you determine the true measure of your program.
Terms
Evaluation criteria - A benchmark, standard, or yardstick against which accomplishment, conformance, performance, and suitability of an individual, alternative, activity, product, or plan, as well as of risk-reward ratio is measured (BusinessDictionary.com, 2012).
Technology-based learning - the learning of content via all electronic technology, including the Internet, intranets, satellite broadcasts, audio and video tape, video and audio conferencing, Internet conferencing, chat rooms, e-bulletin boards, webcasts, computer-based instruction, and CD-ROM.
References
BusinessDictionary.com. (2012, October 12). Retrieved from BusinessDictionary.com: http://www.businessdictionary.com/definition/evaluation-criteria.html
Johnson, M. (2006). Adult Learners and Technology: How to Deliver Effective Instruction and Overcome Barriers to Learning. San Jose: San Jose State University.
Koller, V., Harvey, S., & Magnotta, M. (2005). Technology Based Learning Strategies. Oakland: Social Policy Research Associates.
Manrique-Hyland, L. (2012, Ocotber 12). Training and Professional Development. Retrieved from Suite 101: http://suite101.com/article/training-evaluation-models-a364351
Page Author: Linda Scott